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Award Winning Private Math Tutoring in New York City, NY

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We ensure our NYC math tutors have met demanding requirements, in addition to passing a background check.

Tutors deliver personally tailored Math lessons in a one-on-one setting.

If you are unhappy with your Math tutor, you are welcome to a refund of your payment.

One-On-One Math Tutoring in New York City, NY

Customized private in-home tutoring in NYC, NY

Experience Math tutoring by highly credentialed tutors in New York City, NY. Top tutors will help you learn Math through one-on-one tutoring in the comfort of your home, online, or any other location of your choice.

Selected Math Tutors in New York City, NY

Outstanding Math tutors are available and excited to help you. They have attended renowned programs like MIT, Stanford, UChicago, Yale, Harvard, UPenn, Notre Dame, Amherst, UC Berkeley, Northwestern, Rice, Columbia, WashU, Emory, Brown, Johns Hopkins, Vanderbilt, UNC, Michigan, UCLA, and many other top programs.

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Undergraduate Degree:
Rutgers University - Philosophy

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Undergraduate Degree:
University Of Illinois At Chicago - Economics

Graduate Degree:
Yale University - Healthcare Management

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Undergraduate Degree:
Johns Hopkins University - Biomedical Engineering

How we help you master math in NYC


Your personal learning style and needs will be assessed by our educational director to ensure your key Math goals are met.


Your tutor will pinpoint the Math areas in which you excel and the areas that require extra attention.


Our 1:1 math tutoring is specifically designed to help you meet and surpass your goals.

Recent Tutoring Session Reviews

The student and I spent today's session further working on finding the area of various shapes. Today's homework not only reviewed what we had already covered regarding triangles; squares; rectangles; parallelograms; and regular polygons, but also expanded on our past work by including 2 new shapes: rhombus and trapezoid. While the homework itself was not very difficult, the biggest challenge we had was solving problems written out in word (vs. drawn out). For these types of problems, I advised the student to draw out the shapes herself to better visualize the problem, and then to work on solving for the unknown quantity.

Her homework was to cut out and fold shapes to make 3-D figures, so I helped her with being able to fold the shapes into the proper form. She then had a video to watch and take notes on, so I helped her by pointing out important aspects of the video.

We did a short review lesson Tuesday, as the student didn't have any new material to go over. She still doesn't often think to find a greatest common factor as the first step, but we went over a bunch of those problems. She knows to do it when prompted, and is getting much better about paying attention to signs.

The student and I continued reviewing for his placement exam. We covered a variety of topics, but put special emphasis on slope and function notation. The student appears to have a good understanding of first semester topics.

The student and I worked on her current homework assignment and reviewed old quizzes that she performed poorly on. Next week we will do a grand review of many topics to prepare her for exams.

Today, the student and I began going through his final exam study packet. This packet seems to cover the first few months of the school year - lots of factoring practice, solving for x with multiple rational fractions, etc.

The student has a test on Logarithms this coming Monday. Thus, we went over a review sheet covering different problems on logarithm functions and their properties. We worked on helping her better recognize certain problems, and how to go about attacking such problems. Overall, she has a much better grasp and understanding of the material.

We reviewed our multiplication songs several times. Then we practiced long division and long multiplication. We played the math game Buzz. The student is making a lot of progress with multiplication, and this is helping her understand the division problems better as well.

We worked on problems with solving for angles given side lengths and finding repetitions of angles for trigonometric functions. We intensively detailed the description and use of trigonometric graphs to solve problems. Trigonometric function manipulations were a past subject that the student had been having problems with, and we used the graphs to address this issue.

The student had a big test on the 25th, so we spent our entire night on Algebra 2, with the purpose of covering all of the material to be covered on the test. The student and I covered natural logs, logarithmic functions, embedded functions, graphing of logarithmic functions, exponential growth and decay, compound interest and word problems. Because of the significance of the test on Thursday I instructed the student to work for as long as she could manage Wednesday night on mastering the material. I spoke with the student today and she informed me that she feels very confident about the test and her performance.

Went through some specific issues as had been left previously. Specifically covered Trigonometric Substitution problems, methods of approaching them, and how to see what types to use. Additionally we address sequences and transitioned from sequences into series. Discussion began with talking about basic ideas behind series and immediately introducing some of the pitfalls (when dealing with convergence/divergence), such as that presented by the Harmonic series (which is divergent despite having a sequence that tends toward zero. We then moved into geometric series and concluded with using the sum of the first k components of a series to prove the infinite sum value for a general geometric series.

The student and I continued working on the measures of angles inscribed in circles, along with proofs of related theorems. After finishing early, we discussed answers to math questions on state testing sample problems.

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